Keywords
IoT
mobile learning
blended learning
physical education
motor learning
students
How to Cite
Abstract
Mobile technologies are considered convenient and potentially beneficial tools for use in Physical Education (PE) instruction. The objective of this systematic review and meta-analysis is to evaluate the effectiveness of integrating mobile technologies and their potential for improving learning in physical education. A search for research reports published from 2014 to 2025 was conducted across three electronic databases: Scopus, Web of Science, and Google Scholar. Eligibility criteria were based on the components of participants, interventions, comparators, and outcomes structure. Meta-analyses and meta-regression were performed using a random-effects model. Sensitivity, influence, and publication bias analyses were carried out to verify the robustness of the results. The primary meta-analysis, conducted on 16 studies and 1,357 participants, demonstrated a moderate overall effect size of mobile technology interventions on theoretical knowledge, motor skills, and motivation and engagement indicators among students (SMD 0.368, 95% CI 0.148-0.558). No interaction effects were found with moderators such as participants, age, forms of learning, type of technology, or duration of intervention, suggesting the generalizability of mobile technology integration in PE across different populations. The effect was statistically significant for the online learning format (SMD 0.345, 95% CI 0.031-0.658), the development of motor skills – specifically exercise technique and physical fitness (SMD 0.390, 95% CI 0.124-0.656), and the use of mobile devices (SMD 0.348, 95% CI 0.044-0.651). The integration of mobile technologies into the PE process is confirmed as a promising direction for enhancing the effectiveness of motor learning across various populations. However, it remains unclear which specific technologies, learning formats, or intervention durations are associated with effectiveness in different populations. There is an expectation of an increased effect of using mobile technologies in PE for school-aged students. Future rigorous research is necessary to confirm these conclusions.
References
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[11] V. Arufe-Giráldez, A. Sanmiguel-Rodríguez, O. Ramos-Álvarez, and R. Navarro-Patón, “Gamification in Physical Education: A Systematic Review”, Education Sciences, vol. 12, no. 8, 540, 2022. doi: https://doi.org/10.3390/educsci12080540
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[18] A. Calderón, L. Merono, and A. MacPhail, “A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers”, European Physical Education Review, vol. 26, no. 1, pp. 241-262, 2020. doi: https://doi.org/10.1177/1356336x19850852
[19] A.S. Shaker, H.M. Tuama, and M.N. Radhi, “The effect of using e-learning technology in learning the skill of clean and jerk in students of Physical Education and Sports Sciences”, SPORT TK-Revista EuroAmericana de Ciencias Del Deporte, no. 4-4, 2022. doi: https://doi.org/10.6018/sportk.509331
[20] H. Liu, “Applying computer assisted instruction technology to assist hurdle running teaching: An approach of physical education network teaching resources based on massive open online course and flipped classroom”, Open Access Library Journal, vol. 6, no. 11, pp. 1-9, 2019. doi: https://doi.org/10.4236/oalib.1105910
[21] F. Sun and C. Zheng, “The application of basketball technology multimedia computer-assisted instruction courseware in physical education”, The International Journal of Electrical Engineering & Education, 00207209211013440, 2021. doi: https://doi.org/10.1177/00207209211013440
[22] Z. Zhang, “Construction and application of physical education classroom teaching model integrating mooc and flipped classroom”, Scalable Computing: Practice and Experience, vol. 25, no. 1, pp. 395-406, 2024. doi: https://doi.org/10.12694/scpe.v25i1.2305
[23] C.C. Wu, H.W. Chao, and C.W. Tsai, “The effects of Facebook live-stream teaching on improving students’ dance skills: Impacts on performance, learning motivation, and physical activity class satisfaction”, International Journal of Mobile and Blended Learning (IJMBL), vol. 13, no. 4, pp. 1-18, 2021. doi: https://doi.org/10.4018/IJMBL.2021100103
[24] K.-C. Lin, I.-C. Lee, C.-F. Cheng, and H.-C. Hung, “The Effects of Adopting Tablets and Facebook for Learning Badminton Skills: A Portfolio-Based WISER Model in Physical Education”, Educational Technology & Society, 23, no. 4, pp. 89–105, 2020. url: https://media.proquest.com/media/hms/PFT/1/l4vqI?_s=TGQtInqZwKzzowiyEjHrpB0HLe4%3D
[25] J. Feng and Q. Niu, “Improvement and evaluation of College Public Physical Education Teaching Based on table tennis eagle eye technology and intelligent sports Bracelet”, 2024. doi: https://doi.org/10.4108/eai.24-11-2023.2343583
[26] D. Huo and X. Shi, “Research on the Integration of Modern Educational Information Technology and Physical Education Teaching Process”, BDEIM 2022: Proceedings of the 3rd International Conference on Big Data Economy and Information Management, BDEIM 2022, December 2-3, 2022, Zhengzhou, China, pp. 355, 2023. doi: https://doi.org/10.4108/eai.2-12-2022.2332269
[27] B.A. Pratama, S. Sucipto, and Y.N. Hanief, “Improving learning in physical education: Augmented reality mobile app-based for fundamental motor skill”, Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, vol. 8, no. 2, pp. 314-326, 2022. doi: https://doi.org/10.29407/js_unpgri.v8i2.18508
[28] K.E. Chang, J. Zhang, Y.S. Huang, T.C. Liu, and Y.T. Sung, “Applying augmented reality in physical education on motor skills learning”, Interactive Learning Environments, vol. 28, no. 6, pp. 685-697, 2020. doi: https://doi.org/10.1080/10494820.2019.1636073
[29] L.H. Hsia and H.Y. Sung, “Effects of a mobile technology-supported peer assessment approach on students’ learning motivation and perceptions in a college flipped dance class”, International Journal of Mobile Learning and Organisation, vol. 14, no. 1, pp. 99, 2020. doi: https://doi.org/10.1504/ijmlo.2020.103892
[30] J. Komar, J.Y. Chow, M. Kawabata, and C.Z.Y. Choo, “Information and Communication Technology as an enabler for implementing Nonlinear Pedagogy in Physical Education: Effects on students’ exploration and motivation”, Asian Journal of Sport and Exercise Psychology, vol. 2, no. 1, pp. 44-49, 2022. doi: https://doi.org/10.1016/j.ajsep.2022.02.001
REFERENCES (TRANSLATED AND TRANSLITERATED)
[1] J. Liu, “Optimization of Innovative Paths of Physical Education Teaching in Primary and Secondary Schools under Information Integration Technology”, Applied Mathematics and Nonlinear Sciences, vol. 9, no. 1, 2024. doi: https://doi.org/10.2478/amns-2024-0612 (in English).
[2] K.C. Lin, H.C. Hung, and N.S. Chen, “The effect of wearable technology on badminton learning performance: a multiple feedback WISER model in physical education”, Smart Learning Environments, vol. 10, no. 1, 28, 2023. doi: https://doi.org/10.1186/s40561-023-00247-9 (in English).
[3] Y. Xu, J. Peng, F. Jing, and H. Ren, “From wearables to performance: how acceptance of IoT devices influences physical education results in college students”, Scientific Reports, vol. 14, no. 1, 23776, 2024. doi: https://doi.org/10.1038/s41598-024-75071-3 (in English).
[4] X.H. Zhu and L.A. Dragon, “Physical activity and situational interest in mobile technology integrated physical education: A preliminary study”, Acta Gymnica, vol. 46, no. 2, pp. 59-67, 2016. doi: https://doi.org/10.5507/ag.2016.010 (in English).
[5] D. Yudhistira, “Identifying Challenges and Opportunities in the Implementation of Mobile Learning in Physical Education: A Literature Review”, Physical Education Theory and Methodology, vol. 25, no. 3, pp. 719-724, 2025. doi: https://doi.org/10.17309/tmfv.2025.3.29 (in English).
[6] J. Bort-Roig, N.D. Gilson, A. Puig-Ribera, “Measuring and Influencing Physical Activity with Smartphone Technology: A Systematic Review”, Sports Med, no. 44, pp. 671–686, 2014. doi: https://doi.org/10.1007/s40279-014-0142-5 (in English).
[7] R. Kretschmann, “Employing tablet technology for video feedback in physical education swimming class”, Journal of e-Learning and Knowledge Society, vol. 13, no. 2, 2017. doi: https://doi.org/10.20368/1971-8829/1322 (in English).
[8] C.J. Culajara, “Enhancing Students’ Learning Performance in Physical Education Through the Use of a Mobile Application with Game-Based Learning Approach”, Physical Education and Sports: Studies and Research, vol. 2, no. 1, pp. 1-9, 2023. doi: https://doi.org/10.56003/pessr.v2i1.178 (in English).
[9] R. Silva, C. Farias, A. Ramos, and I. Mesquita, “Implementation of game-centered approaches in physical education: A systematic review”, Journal of Physical Education and Sport, vol. 21, no. 6, pp. 3246-3259, 2021. doi: https://doi.org/10.7752/jpes.2021.s6443 (in English).
[10] H.C. Hung, S. Shwu-Ching Young, and K.C. Lin, “Exploring the effects of integrating the iPad to improve students’ motivation and badminton skills: a WISER model for physical education”, Technology, Pedagogy and Education, vol. 27, no. 3, pp. 265-278, 2018. doi: https://doi.org/10.1080/1475939X.2017.1384756 (in English).
[11] V. Arufe-Giráldez, A. Sanmiguel-Rodríguez, O. Ramos-Álvarez, and R. Navarro-Patón, “Gamification in Physical Education: A Systematic Review”, Education Sciences, vol. 12, no. 8, 540, 2022. doi: https://doi.org/10.3390/educsci12080540 (in English).
[12] U.H. Ariffin, N.A.M. Mokmin, and M.A. Akmal, “Augmented reality technology in physical education: A systematic review in instructional design, and AR implementation option over the last 5 years”, Advanced Journal of Technical and Vocational Education, vol. 6, no. 1, pp. 13-20, 2022. doi: https://doi.org/10.26666/rmp.ajtve.2022.1.3 (in English).
[13] M.A. Al Ardha, N. Nurhasan, L. Nur, A. Chaeroni, S.S. Bikalawan, and C.B. Yang, “Analysis of Android-based applications in physical education and sports: Systematic review”, Retos: nuevas tendencias en educación física, deporte y recreación, no. 57, pp. 390-398, 2024. url: https://dialnet.unirioja.es/descarga/articulo/9580821.pdf (in English).
[14] P. Indarto, N. Nasuka, M. Hidayatullah, S. Sulaiman, H. Setyawati, H. Raharjo, and D. Suryadi, “What is the learning model of physical education in the digital era? Literature review of various studies”, Retos, 2024. doi: https://doi.org/10.47197/retos.v61.109583 (in English).
[15] J. Han, J. Zhao, Y. Yue, and X. Che, “Edge Computing-based Video Action Recognition Method and Its Application in Online Physical Education Teaching”, IEEE Access, vol. 12, pp. 148666-148676, 2024. doi: https://doi.org/10.1109/ACCESS.2024.3475372 (in English).
[16] F. Jastrow, S. Greve, M. Thumel, et al., “Digital technology in physical education: a systematic review of research from 2009 to 2020”, Ger J Exerc Sport Res, no. 52, pp. 504–528, 2022. doi: https://doi.org/10.1007/s12662-022-00848-5 (in English).
[17] J.E. Lee and Z. Gao, “Effects of the iPad and mobile application-integrated physical education on children’s physical activity and psychosocial beliefs”, Physical Education and Sport Pedagogy, vol. 25, no. 6, pp. 567-584, 2020. doi: https://doi.org/10.1080/17408989.2020.1761953 (in English).
[18] A. Calderón, L. Merono, and A. MacPhail, “A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers”, European Physical Education Review, vol. 26, no. 1, pp. 241-262, 2020. doi: https://doi.org/10.1177/1356336x19850852 (in English).
[19] A.S. Shaker, H.M. Tuama, and M.N. Radhi, “The effect of using e-learning technology in learning the skill of clean and jerk in students of Physical Education and Sports Sciences”, SPORT TK-Revista EuroAmericana de Ciencias Del Deporte, no. 4-4, 2022. doi: https://doi.org/10.6018/sportk.509331 (in English).
[20] H. Liu, “Applying computer assisted instruction technology to assist hurdle running teaching: An approach of physical education network teaching resources based on massive open online course and flipped classroom”, Open Access Library Journal, vol. 6, no. 11, pp. 1-9, 2019. doi: https://doi.org/10.4236/oalib.1105910 (in English).
[21] F. Sun and C. Zheng, “The application of basketball technology multimedia computer-assisted instruction courseware in physical education”, The International Journal of Electrical Engineering & Education, 00207209211013440, 2021. doi: https://doi.org/10.1177/00207209211013440 (in English).
[22] Z. Zhang, “Construction and application of physical education classroom teaching model integrating mooc and flipped classroom”, Scalable Computing: Practice and Experience, vol. 25, no. 1, pp. 395-406, 2024. doi: https://doi.org/10.12694/scpe.v25i1.2305 (in English).
[23] C.C. Wu, H.W. Chao, and C.W. Tsai, “The effects of Facebook live-stream teaching on improving students’ dance skills: Impacts on performance, learning motivation, and physical activity class satisfaction”, International Journal of Mobile and Blended Learning (IJMBL), vol. 13, no. 4, pp. 1-18, 2021. doi: https://doi.org/10.4018/IJMBL.2021100103 (in English).
[24] K.-C. Lin, I.-C. Lee, C.-F. Cheng, and H.-C. Hung, “The Effects of Adopting Tablets and Facebook for Learning Badminton Skills: A Portfolio-Based WISER Model in Physical Education”, Educational Technology & Society, 23, no. 4, pp. 89–105, 2020. url: https://media.proquest.com/media/hms/PFT/1/l4vqI?_s=TGQtInqZwKzzowiyEjHrpB0HLe4%3D (in English).
[25] J. Feng and Q. Niu, “Improvement and evaluation of College Public Physical Education Teaching Based on table tennis eagle eye technology and intelligent sports Bracelet”, 2024. doi: https://doi.org/10.4108/eai.24-11-2023.2343583 (in English).
[26] D. Huo and X. Shi, “Research on the Integration of Modern Educational Information Technology and Physical Education Teaching Process”, BDEIM 2022: Proceedings of the 3rd International Conference on Big Data Economy and Information Management, BDEIM 2022, December 2-3, 2022, Zhengzhou, China, pp. 355, 2023. doi: https://doi.org/10.4108/eai.2-12-2022.2332269 (in English).
[27] B.A. Pratama, S. Sucipto, and Y.N. Hanief, “Improving learning in physical education: Augmented reality mobile app-based for fundamental motor skill”, Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, vol. 8, no. 2, pp. 314-326, 2022. doi: https://doi.org/10.29407/js_unpgri.v8i2.18508 (in English).
[28] K.E. Chang, J. Zhang, Y.S. Huang, T.C. Liu, and Y.T. Sung, “Applying augmented reality in physical education on motor skills learning”, Interactive Learning Environments, vol. 28, no. 6, pp. 685-697, 2020. doi: https://doi.org/10.1080/10494820.2019.1636073 (in English).
[29] L.H. Hsia and H.Y. Sung, “Effects of a mobile technology-supported peer assessment approach on students’ learning motivation and perceptions in a college flipped dance class”, International Journal of Mobile Learning and Organisation, vol. 14, no. 1, pp. 99, 2020. doi: https://doi.org/10.1504/ijmlo.2020.103892 (in English).
[30] J. Komar, J.Y. Chow, M. Kawabata, and C.Z.Y. Choo, “Information and Communication Technology as an enabler for implementing Nonlinear Pedagogy in Physical Education: Effects on students’ exploration and motivation”, Asian Journal of Sport and Exercise Psychology, vol. 2, no. 1, pp. 44-49, 2022. doi: https://doi.org/10.1016/j.ajsep.2022.02.001 (in English).
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Copyright (c) 2025 Andrii Yefremenko; Svitlana Рiatysotska; Yaroslav Krainyk, Tеtiana Fedoryna, Victoriia Fomenko, Mariia Dolhareva